National Assistive Technology Act Data System

Annual Progress Report - Full Report

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Minnesota 2025

General Information

Statewide AT Program (Information to be listed in national State AT Program Directory)

State AT Program Title:

Minnesota STAR Program

State AT Program Title:

State AT Program URL

mn.gov/star

Mailing Address:

50 Sherburne Ave. G10

City:

Saint Paul

State:

Zip Code:

55155

Program Email:

Star.Program@state.mn.us

Phone:

651-201-2640

TTY:

800-627-3529

Lead Agency

Agency Name:

Minnesota Department of Adminstration

Mailing Address:

50 Sherburne Avenue

City:

Saint Paul

State:

Zip Code:

55155

Program URL:

mn.gov/admin

Implementing Entity

Does your Lead Agency contract with an Implementing Entity to carry out the Statewide AT Program on its behalf? (Check if Yes)

Name of Implementing Agency:

Mailing Address:

City

State:

Zip Code:

Program URL:

Program Director and Other Contacts

Program Director for State AT Program (last, first):

Perron, Amy

Title:

Program Director

Phone:

651-201-2295

E-mail:

amy.perron@state.mn.us

Program Director at Lead Agency (last, first):

Perron, Amy

Title:

Program Director

Phone:

651-201-2295

E-mail:

amy.perron@state.mn.us

Primary Contact at Implementing Agency (last, first) - If applicable:

Title:

Phone:

E-mail:

Person Responsible for completing this form if other than Program Director

Name (last, first):

Title:

Phone:

E-mail:

Certifying Representative

Name (last, first):

Hayes, Betsy

Title:

Assistant Commissioner

Phone:

651-201-2400

E-mail:

betsy.hayes@state.mn.us

State Financing

Did your approved state plan for this reporting period include any State Financing?

Yes

Did your approved state plan for this reporting period include conducting a Financial Loan Program?

B. State Financing Activities that provide consumers with resources and services that result in the acquisition of AT devices and services

1. Overview of Activities Performed

How many other state financing activities that provide consumers with access to funds for the purchase of AT devices and services were included in your approved state plan?

Activity 1

How would you describe this state financing activity?

Other: STAR administers MN's Accommodation Fund for employees/applicants of executive branch agencies

2. Geographic Distribution, Number of Individuals Who Acquired AT Devices and Services and Number for whom Performance Measure Data are Collected

County of Residence	Individuals Served
A. Metro (RUCC 1-3)	22
B. Non-Metro (RUCC 4-9)	3
C. Total Served	25

Performance Measure
D. Excluded from Performance Measure	25
E. Number of Individuals Included in Performance Measures	0

If a number is reported in D you must provide a description of the reason the individuals are excluded from the performance measure:

Executive Branch agencies have a legal responsibility to provide reasonable accommodations to their state employees and applicants; therefore, this information should be excluded

3. Types and Dollar Amounts of AT Funded

Type of AT Device / Service	Number of Devices Funded	Value of AT Provided
Vision	9	$2,783
Hearing	3	$980
Speech communication	1	$221
Learning, cognition, and developmental	2	$467
Mobility, seating and positioning	10	$6,097
Daily living	0	$0
Environmental adaptations	0	$0
Vehicle modification and transportation	0	$0
Computers and related	0	$0
Recreation, sports, and leisure	0	$0
Total	25	$10,548

C. State Financing Activities that Allow Consumers to Obtain AT at Reduced Cost

1. Overview of Activities Performed

How many state financing activities that allow consumers to obtain AT at a reduced cost were included in your approved state plan?

D. Anecdote

STAR manages the Centralized Accommodation Fund. This program is funded through the State's General Fund and is available to all Executive Branch agencies. We continue to see state agencies utilize this program for employee accommodations. The fund was depleted in 2025, causing a reduction in award amounts.

Impact Area Education Employment Community Living

E. Performance Measures

Performance Measures
Response	Primary Purpose for Which AT is Needed			Total
Response	Education	Employment	Community Living	Total
1. Could only afford the AT through the AT program.	00	00	00	00
2. AT was only available through the AT program.	00	00	00	00
3. AT was available through other programs, but the system was too complex or the wait time too long.	00	00	00	00
4. Subtotal	00	00	00	00
5. None of the above	00	00	00	00
6. Subtotal	00	00	00	00
7. Nonrespondent	00	00	00	00
8. Total	00	00	00	00
9. Performance on this measure	NaN%	NaN%	NaN%

F. Customer Satisfaction

Satisfaction
Customer Rating of Services	Number of Customers	Percent
Highly satisfied	22	88%
Satisfied	03	12%
Satisfied somewhat	00	0%
Not at all satisfied	00	0%
Nonrespondent	00	0%
Total Surveyed	25
Response rate %	100%

G. Notes:

Reutilization

Did your approved State Plan for this reporting period included conducting any device reuse activities?

A. Number of Recipients of Reused Devices

Activity	Number of Individuals Receiving a Device from Activity
A. Device Exchange	00
B. Device Refurbish/Repair - Reassign and/or Open Ended Loan	303
C. Total	303

Performance Measure
D. Excluded from Performance Measure because AT is provided to or on behalf of an entity that has an obligation to provide the AT such as schools under IDEA or VR agencies/clients.	00
E. Number of Individuals Included in Performance Measures	303

If a number is reported in D you must provide a description of the reason the individuals are excluded from the performance

B. Device Exchange Activities

Device Exchange
Type of AT Device	Total Estimated Current Purchase Price	Total Price for Which Device(s) Were Exchanged	Savings to Consumers
Vision	$0	$0	$0
Hearing	$0	$0	$0
Speech Communication	$0	$0	$0
Learning, Cognition and Developmental	$0	$0	$0
Mobility, Seating and Positioning	$0	$0	$0
Daily Living	$0	$0	$0
Environmental Adaptations	$0	$0	$0
Vehicle Modification & Transportation	$0	$0	$0
Computers and Related	$0	$0	$0
Recreation, Sports and Leisure	$0	$0	$0
Total	$0	$0	$0

C. Device Refurbish/Repair - Reassignment and/or Open Ended Loan Activities

Device Reassign/Repair/Refurbish and/or OEL
Type of AT Device	Number of Devices Reassigned/Refurbished and Repaired	Total Estimated Current Purchase Price	Total Price for Which Device(s) Were Sold	Savings to Consumers
Vision	10	$12,233	$0	$12,233
Hearing	10	$7,076	$0	$7,076
Speech Communication	155	$533,323	$0	$533,323
Learning, Cognition and Developmental	02	$490	$0	$490
Mobility, Seating and Positioning	01	$86	$0	$86
Daily Living	10	$1,876	$0	$1,876
Environmental Adaptations	105	$62,928	$0	$62,928
Vehicle Modification & Transportation	00	$0	$0	$0
Computers and Related	13	$6,385	$0	$6,385
Recreation, Sports and Leisure	02	$188	$0	$188
Total	308	$624,585	$0	$624,585

D. Anecdote

A gentleman living with ALS had been living alone on his farm. Due to the recent progression of his disease, he needs more assistance throughout the day and night. He hired a live-in caregiver who stays in another room, and he needed a way to get his attention, particularly at night while in bed. This individual self-reports as not being "tech-savvy" and was not interested in smart home devices or apps on a smart device to help with communication. He also didn't want to count on his voice being loud/strong enough to get his caregiver's attention. An EZ-Call Tent switch with Caregiver Alert was purchased. He had just come from a hospital stay where he'd used a similar alert system and so was comfortable with that method. He feels less anxious at night and overall, knowing that a simple press of the switch will send an alert to the caregiver-worn pager, bringing him the required assistance he needs. This switch and alert are portable and could be taken with him if he needed to stay somewhere else for any reason or had to return to the hospital. The EZ-switch can be positioned near many areas of the body, so he should be able to use it for quite some time. That a simple press of the switch will send an alert to the caregiver-worn pager, bringing him the required assistance he needs. This switch and alert are portable and could be taken with him if he needed to stay somewhere else for any reason or had to return to the hospital. The EZ-switch can be positioned near many areas of the body, so he should be able to use it for quite some time.

Impact Area Education Employment Community Living

E. Performance Measures

Performance Measures
Response	Primary Purpose for Which AT is Needed			Total
Response	Education	Employment	Community Living	Total
1. Could only afford the AT through the AT program.	05	02	262	269
2. AT was only available through the AT program.	03	04	13	20
3. AT was available through other programs, but the system was too complex or the wait time too long.	01	00	06	07
4. Subtotal	09	06	281	296
5. None of the above	02	02	01	05
6. Subtotal	11	08	282	301
7. Nonrespondent	01	00	01	02
8. Total	12	08	283	303
9. Performance on this measure	75%	75%	99.29%

F. Customer Satisfaction

Satisfaction
Customer Rating of Services	Number of Customers	Percent
Highly satisfied	299	98.68%
Satisfied	03	0.99%
Satisfied somewhat	00	0%
Not at all satisfied	00	0%
Nonrespondent	01	0.33%
Total Surveyed	303
Response rate %	99.67%

G. Notes:

Device Loan

Did your approved State Plan for this reporting period included conducting Short-Term Device Loans?

A. Short-Term Device Loans by Type of Purpose

Loans By Purpose
Primary Purpose of Short-Term Device Loan	Number
Assist in decision-making (device trial or evaluation)	542
Serve as loaner during service repair or while waiting for funding	22
Provide an accommodation on a short-term basis for a time-limited event/situation	43
Conduct training, self-education or other professional development activity	19
Total	626

B. Short-Term Device Loan by Type of Borrower

LOANS BY TYPE OF BORROWER
Type of Individual or Entity	Number of Device Borrowers
Type of Individual or Entity	Desicion-making	All other Purposes	Total
Individuals with Disabilities	219	32	251
Family Members, Guardians, and Authorized Representatives	124	25	149
Representative of Education	74	11	85
Representative of Employment	26	06	32
Representatives of Health, Allied Health, and Rehabilitation	66	03	69
Representatives of Community Living	16	04	20
Representatives of Technology	17	03	20
Total	542	84	626

C. Length of Short-Term Device Loans

Length of Short-Term Device Loan in Days	45

D. Types of Devices Loaned

Types of Devices Loaned
Type of AT Device	Number of Devices
Type of AT Device	Desicion-making	All other Purposes	Total
Vision	61	15	76
Hearing	57	16	73
Speech Communication	168	25	193
Learning, Cognition and Developmental	75	05	80
Mobility, Seating and Positioning	31	01	32
Daily Living	122	15	137
Environmental Adaptations	58	09	67
Vehicle Modification and Transportation	00	00	00
Computers and Related	172	28	200
Recreation, Sports and Leisure	41	03	44
Total	785	117	902

E. Anecdote

This assistive technology loan provided a trial for an 11-year-old student with Charcot-Marie-Tooth Disease, which is a neurological disorder that affects muscle movement and causes muscle weakness, pain, and fatigue for this student. The loan was initiated by an occupational therapist who works with the student who was in 5th grade this past school year in a local school district. The goal of the trial was to find tools that worked with her limited motor skills and could improve access to academic activities and increase her independence in the school environment. Finding tools that were efficient was also a priority to decrease her fatigue during the school day. The four devices that were trialed to increase access and independence with a computer were a Blue2 FT Switch, an n-Abler Pro Joystick, a Hitch 2 Switch interface, and a Tapio. The trial had a positive outcome as the n-Abler Pro Joystick was found to be a good fit for the student. It allowed her to interact with the computer with more efficiency and independence. The increased independence will be important as she transitions to middle school next year. This is the first time that this professional has borrowed from our library, and they plan to use our resources in the future when working with other students with special needs.

Impact Area Education Employment Community Living

F. Access Performance Measures

Access Performance Measures
Response	Primary Purpose for Which AT is Needed			Total
Response	Education	Employment	Community Living	Total
Decided that AT device/service will meet needs	101	38	233	372
Decided that an AT device/ service will not meet needs	25	16	63	104
Subtotal	126	54	296	476
Have not made a decision	18	10	25	53
Subtotal	144	64	321	529
Nonrespondent	03	02	08	13
Total	147	66	329	542
Performance on this measure	87.5%	84.38%	92.21%

G. Acquisition Performance Measures

Acquisition Performance Measures
Response	Primary Purpose for Which AT is Needed			Total
Response	Education	Employment	Community Living	Total
1. Could only afford the AT through the AT program.	08	04	18	30
2. AT was only available through the AT program.	13	09	08	30
3. AT was available through other programs, but the system was too complex or the wait time too long.	03	02	11	16
4. Subtotal	24	15	37	76
5. None of the above	02	00	05	07
6. Subtotal	26	15	42	83
7. Nonrespondent	01	00	00	01
8. Total	27	15	42	84
9. Performance on this measure	92.31%	100%	88.1%

H. Customer Satisfaction

Satisfaction
Customer Rating of Services	Number of Customers	Percent
Highly satisfied	542	86.58%
Satisfied	61	9.74%
Satisfied somewhat	06	0.96%
Not at all satisfied	03	0.48%
Nonrespondent	14	2.24%
Total Surveyed	626
Response rate %	97.76%

I. Notes:

Device Demonstration

A. Number of Device Demonstrations by Device Type

Type of AT Device / Service	Number of Demonstrations of AT Devices / Services
Vision	55
Hearing	12
Speech Communication	26
Learning, Cognition and Developmental	26
Mobility, Seating and Positioning	17
Daily Living	71
Environmental Adaptations	10
Vehicle Modification and Transportation	00
Computers and Related	42
Recreation, Sports and Leisure	00
Total # of Device Demonstrations	259

B. Types of Participants

Type of Participant	Decision-Makers	Other Participants	Total
Individuals with Disabilities	225	25	250
Family Members, Guardians, and Authorized Representatives	24	69	93
Representatives of Education	03	02	05
Representatives of Employment	01	24	25
Health, Allied Health, Rehabilitation	02	08	10
Representative of Community Living	03	14	17
Representative of Technology	01	00	01
Total	259	142	401

C. Number of Referrals

Referrals
Type of Entity	Number of Referrals
Funding Source (non-AT program)	35
Service Provider	57
Vendor	20
Repair Service	00
Others	00
Total	112

D. Anecdote

Computer Access for Community Living and Employment for a 51-year-old. He has a computer set up that has been harder for him to access as he is aging with Cerebral Palsy. Today, he tried Dragon Naturally Speaking and compared it to VoiceIT. There was a big difference. VoiceIT can learn his voice and recognize it over time better, it was about 70% accurate with basic training, versus Dragon being 20% accurate since his voice fluctuates. He also tried a few quick and dwell programs, as well as adaptive mice. He was able to select VoiceIT over Dragon and the Dwell program over a mouse. He is also going to try Eyegaze for some mouse functions after trying out the eye gaze bar. He feels like he will have access to his computer again. He uses it for life and for work. He was very happy with the device demo. He will now get training from an AT specialist.

Impact Area Education Employment Community Living

E. Performance Measures

Performance Measures
Response	Primary Purpose for Which AT is Needed			Total
Response	Education	Employment	Community Living	Total
Decided that AT device/service will meet needs	46	70	135	251
Decided that an AT device/ service will not meet needs	00	00	02	02
Subtotal	46	70	137	253
Have not made a decision	00	02	04	06
Subtotal	46	72	141	259
Nonrespondent	00	00	00	00
Total	46	72	141	259
Performance on this measure	100%	97.22%	97.16%

F. Customer Satisfaction

Satisfaction
Customer Rating of Services	Number of Customers	Percent
Highly satisfied	397	99%
Satisfied	04	1%
Satisfied somewhat	00	0%
Not at all satisfied	00	0%
Nonrespondent	00	0%
Total	401
Response rate %	100%

G. Notes:

Overall Performance Measures

Overall Acquisition Performance Measure

Acquisition Performance Measures
Response	Primary Purpose for Which AT is Needed			Total
Response	Education	Employment	Community Living	Total
1. Could only afford the AT through the AT program.	13	06	280	299
2. AT was only available through the AT program.	16	13	21	50
3. AT was available through other programs, but the system was too complex or the wait time too long.	04	02	17	23
4. Subtotal	33	21	318	372
5. None of the above	04	02	06	12
6. Subtotal	37	23	324	384
7. Nonrespondent	02	00	01	03
8. Total	39	23	325	387
9. Performance on this measure	76.32%	82.61%	92.62%	90.41%
ACL Performance Measure				85%
Met/Not Met				Met

Overall Access Performance Measure

Access Performance Measures
Response	Primary Purpose for Which AT is Needed			Total
Response	Education	Employment	Community Living	Total
Decided that AT device/service will meet needs	147	108	368	623
Decided that an AT device/ service will not meet needs	25	16	65	106
Subtotal	172	124	433	729
Have not made a decision	18	12	29	59
Subtotal	190	136	462	788
Nonrespondent	03	02	08	13
Total	193	138	470	801
Performance on this measure	90.53%	91.18%	93.72%	92.51%
ACL Performance Measure				90%
Met/Not Met				Met

Overall Satisfaction Rating

Customer Rating of Services	Percent	ACL Target	Met/Not Met
Highly satisfied and satisfied	99.33%	95%	Met
Response Rate	98.89%	90%	Met

Educational/Training Activities

A. Educational/Training Activity Participants: Number and Types of Participants; Geographical Distribution

Educational/Training Activities by Participant Type
Type of Participant	Number
Individuals with Disabilities	55
Family Members, Guardians and Authorized Representatives	39
Representatives of Education	127
Representatives of Employment	730
Rep Health, Allied Health, and Rehabilitation	99
Representatives of Community Living	642
Representatives of Technology	20
Unable to Categorize	20
TOTAL	1,732

Geographic Distribution of Participants
Metro	Non Metro	Unknown	TOTAL
742	99	891	1,732

B. Educational/Training Activity Topics

Educational/Training Activities by Topic
Primary Topic of Educational/Training Activities	Participants
AT Products/Services	303
AT Funding/Policy/ Practice	01
Combination of any/all of the above	637
Information Technology/Telecommunication Access	761
Transition	30
Total	1,732

C. Description of Educational/Training Activities

Describe innovative one high-impact assistance educational/training activity conducted during the reporting period:

STAR and the Office of Digital Accessibility partnered to create a Disability Experience Lab in recognition of Global Accessibility Awareness Day at the Department of Human Services. The event welcomed state employees from various departments and offered them an opportunity to explore disability, accessibility, and inclusion in a hands-on, meaningful way. The lab featured several interactive stations that highlighted different types of assistive technology used by people with disabilities. Participants were able to learn about tools that support Blindness and Vision Loss, Deaf and Hard of Hearing communities, Mobility-related disabilities, and Cognitive disabilities. Each station showcased practical solutions and real-world examples of how technology can remove barriers and improve access. The event sparked valuable conversations and helped build greater awareness of the diverse needs and experiences of Minnesotans with disabilities—and the ways technology can empower them.

Briefly describe one educational/training activity related to transition conducted during the reporting period:

STAR was part of a Self-Advocacy training for individuals with developmental delays and those who support them. We worked with attendees on: defining assistive technology, how to access it, try it, and fund it. We had a variety of professionals who spoke on their various areas of expertise.

Briefly describe one educational/training activity related to Information and Communication Technology accessibility:

STAR continues to conduct a monthly training for new State of Minnesota supervisors titled "Triple A Training, Assistive Technology, Accommodations, and Accessibility". Attendees walk away with an understanding of "what" assistive technology is, how it may help, how to access it, and resources available for state employees who need AT for an accommodation. We also introduce supervisors to the "core" skills of digital accessibility when creating Word documents. We do poll participants, and with each training, we find that these topics are new to most attendees (typically 80% or higher).

D. IT/Telecommunications Educational/Training Activity Performance Measure

IT/Telecommunications Educational/Training Activity Performance Measure
Outcome/Result From IT/Telecommunications Educational/Training Activities Received	Number
IT and Telecommunications Procurement or Dev Policies	664
Training or Technical Assistance will be developed or implemented	95
No known outcome at this time	02
Nonrespondent	00
Total	761
Performance Measure Percentage	99.7%
ACL Target Percentage	70%
Met/Not Met	Met

E. Notes:

Technical Assistance

A. Frequency and Nature of Technical Assistance

Technical Assistance by Recipient Type
Education	22%
Employment	49%
Health, Allied Health, Rehabilitation	01%
Community Living	28%
Technology (IT, Telecom, AT)	00%
Total	100%

B. Description of Technical Assistance

Describe Innovative one high-impact assistance activity that is not related to transition:

STAR is working with Minnesota's Information Technology (MNIT) office. We have identified issues with State of Minnesota employees receiving timely service for assistive technology needs. A group of subject matter experts has come together to create an effective workflow that will help employees maintain their privacy while accessing the necessary equipment and services in a timely manner. This project it ongoing and we are hopeful to have a resolution in the upcoming year.

Breifly describe one technical assistance activity related to transition conducted during the reporting period:

STAR is continuing to serve on an "AT Transition" workgroup that includes representatives from: MN Department of Employment and Economic Development, Department of Education, State Services for the Blind, and Vocational Rehab. We have been meeting for the last few years and finally have a 52-page draft of "Addressing Assistive Technology (AT) Needs for Transition-aged Students with IEPs. Once the final review is complete, this resource will be available to professionals who support transition-aged students.

C. Notes:

Public Awareness

Public Awareness Activities

Public Awareness Narratives

Describe in detail at least one and no more than two innovative or high-impact public awareness activities conducted during this reporting period. Highlight the content/focus of the awareness information shared, the mechanism used to disseminate or communicate the awareness information, the numbers and/or types of individuals reached, and positive outcomes resulting from the activity. If quantative numbers are available regarding the reach of the activity, please provide those: however, quantative data is not required.

1. STAR recently released a new video series, Adapted Living. This 15-part collection shares the stories of six individuals with disabilities and how assistive technology (AT) has reshaped their daily lives. Each person is featured in two videos: the first introduces the individual, their goals, and their path to AT; the second highlights the technologies they use and how those supports were set up. The videos are hosted on STAR’s YouTube channel and shared through our website and social media. Adapted Living emphasizes that AT can be as simple as a low-tech tool or as advanced as an integrated smart-home system. What matters is matching the right support to the person and the situation. When that match happens, routines become more accessible, connected, and fulfilling. Three examples from the series include: A woman living with multiple sclerosis who is bed-bound. She candidly describes the emotional and practical realities of her disability, including daily challenges and the strategies that help her stay engaged in work and life. Her videos show how smart technology preserves independence from bed through customized communication tools, environmental controls, and daily-living supports—allowing her to remain productive, connected, and in charge of her routine. A man living as a quadriplegic after a spinal cord injury. He reflects on adapting to life after injury and the impact of AT. He demonstrates how straightforward tools like a stylus enable independent phone use, and how voice-controlled options such as Alexa help him communicate and manage his home. With smart tech, he controls essentials like the TV, lights, and doors, illustrating how AT restores access, autonomy, and connection. A boy with cerebral palsy discovering access to play. He has long dreamed of playing video games like his older brother. For him, gaming is more than entertainment—it’s a way to participate, compete, and share experiences with family. With adapted controls designed around his abilities, he can finally play on his own. His story captures the joy and confidence that come with accessible play and shows how AT creates opportunities for belonging. Through each story, Adapted Living illustrates the power of assistive technology to reduce barriers, support independence, and promote full participation in everyday life. We invite partners, professionals, and community members to watch, share, and use these videos as a resource for advancing accessibility, strengthening supports, and expanding opportunities across our communities.

Information And Assistance

Information And Assistance Activities by Recipient
Types of Recipients	AT Device/ Service	AT Funding	Total
Individuals with Disabilities	58	33	91
Family Members, Guardians and Authorized Representatives	46	10	56
Representative of Education	19	01	20
Representative of Employment	44	01	45
Representative of Health, Allied Health, and Rehabilitation	69	05	74
Representative of Community Living	80	14	94
Representative of Technology	06	01	07
Unable to Categorize	05	01	06
Total	327	66	393

Referral Types:

STAR continues to publish a quarterly newsletter, and each issue is designed to connect people to real, usable supports. We highlight the services we offer, introduce one of our contract partners and an Advisory Council member, and feature a Minnesota program doing great work with people who have disabilities. What’s been especially encouraging is the immediate response we see after each release—people routinely reach out right away with questions or to follow up on something they read. As we strengthen our referral-tracking system, we’re looking forward to pairing those stories with concrete numbers in future issues, but even now the newsletters are clearly prompting people to take the next step and connect with STAR.

Referral Sources:

In the last year, STAR has been out in the community often—at events for seniors, educators, and social workers, employer supervisor trainings, and conferences across the health-services field. The impact is clear: after nearly every event, we hear from attendees seeking services or referrals, and many follow up by asking STAR to present or participate in future events. Currently, we have tracked the following referral sources from trainings and public awareness activities: County caseworkers, Social Workers, School professionals (AT Specialists, Special Educators, varying therapists), AAA's, Board on Aging, other state-led disability agencies.

Notes:

Coordination/Collaboration and State Improvement Outcomes

Overview of Coordination/Collaboration Activities

Outreach was conducted with the State Education Agency *

Yes

Was collaboration implemented? *

Yes

1. As concisely as possible, describe the partnership initiative. What activities/services were provided? Who are the major collaborating organizations and what is their role? Who is served/benefited? What funding was used to implement the initiative?

STAR and the MN Department of Education came together to create an AAC Consideration Toolkit. We formed a workgroup of school professionals (including SLPs, SPED teachers, OT's, Low-Incidence providers. We conducted meetings and surveys and ultimately created a physical kit and digital resources. STAR paid for all aspects of the kit from our federal grant. We have information videos that will be released soon.

2. As concisely as possible, describe the measurable results of the initiative and any lessons learned. How did access to AT change as a result of the coordination/collaboration/partnership? How did awareness of AT change as a result of the partnership? How did the reach of the state AT program change as a result of the partnership? What made the partnership successful? What would you change or wish you had done differently? Provided funding/resources are available, will the initiative continue or is this a one-time event? What advice would you give for replication of the initiative?

In the first month after the launch, the digital resources were downloaded 113 times by users in 31 counties and 3 states outside of Minnesota. We consider this an ongoing project and will continue to modify the resources as the feedback comes in. As we continue to reach out to school districts, we are learning that many do not realize the work that we do.

2.a Please include URL for initiative if available

https://mn.gov/admin/star/resources/aac-consideration-toolkit/

3. What focus areas(s) were addressed by the initiative?

Education, Transition (school to work or congregate care to community),

4. What AT Act authorized activity(s) were addressed?

Device Loan, Training, Technical Assistance,

Outreach was conducted with the Vocational Rehabilitation Agency *

Yes

Was collaboration implemented? *

Yes

STAR has been participating in a cross-agency disability work group focused on “AT Needs for Transition-Aged Students with IEPs.” Early on we decided we wanted to create a guide for IEP teams to use during the students transition period. The group included representatives from Vocational Rehabilitation Services (including Youth Services), State Services for the Blind, the Department of Education (AT Lead, Deaf/Hard of Hearing Services, Blind/Low Vision Services, and a Secondary Transition Specialist), and Medicaid. As we documented the process, each member contributed their specific expertise, helping ensure the final resource was comprehensive and that no key perspectives or steps were overlooked. Vocational Rehabilitation supported the work by funding a consultant to guide the group through development and also covered the cost of a designer to produce the final physical and digital tool.

After meeting twice, a month for the last few years, we have recently completed our 50-page step-by-step guide and are now working on marketing this resource. Our target audience is professionals who work with students as they prepare for life after high school. We will continue working as a group to introduce the resource. As mentioned, our guide has recently been completed, and we’re excited to share it with professionals and hear their feedback. Throughout this process, we were reminded of the value of cross-agency collaboration. Each of us brought subject-matter expertise from our own area, and by working together, we created a resource that is far more thorough than any single agency or program could have developed on its own. Just as importantly, this work has strengthened our relationships, and I’m confident we will continue partnering in meaningful ways moving forward. Currently, the groups involved in this project are limited on their funding, so we will need to be creative on how we move forward.

2.a Please include URL for initiative if available

3. What focus areas(s) were addressed by the initiative?

Employment, Community Participation and Integration, Transition (school to work or congregate care to community),

4. What AT Act authorized activity(s) were addressed?

Device Loan, Demo,

Outreach was conducted with the Aging Agency *

Yes

Was collaboration implemented? *

Why was collaboration not implemented? *

We are in the beginning stages of collaboration. Due to our limited staff size, we did not have capacity this past year.

Outreach was conducted with the Medicaid Agency *

Yes

Was collaboration implemented? *

Yes

STAR has been partnering with the Department of Human Services to increase awareness of assistive technology among county case managers who support Minnesotans on disability waivers. A group of AT experts from various state agencies and non-profits came together to create an informative session on AT and Remote Supports. The goal was to connect with all 87 counties over three years.

Through the trainings and resources we provided, case managers were introduced to the full range of assistive technology—from simple low-tech tools to advanced remote supports and smart-home systems. We focused on clear, practical information about where to find AT, how to think through need, and when to involve STAR or other AT partners. We hope that this foundation will build case managers’ confidence over time and make AT a more consistent part of waiver service planning. Overall, the partnership has positioned STAR to reach more counties and waiver systems that previously had limited engagement with the state AT program, and we expect that visibility to continue growing as these connections deepen. We will continue to collaborate with DHS and the other groups that participated in these trainings. STAR paid for staff involvement (payroll) on this project with our federal funding. Any additional costs were paid for by DHS.

2.a Please include URL for initiative if available

3. What focus areas(s) were addressed by the initiative?

Community Participation and Integration, Aging, Transition (school to work or congregate care to community),

4. What AT Act authorized activity(s) were addressed?

Device Loan, Demo,

Additional Coordination/Collaboration activities

Overview of State Improvement Activities

State improvement outcomes are not required. You may report up to two MAJOR state improvement outcomes for this reporting period. How many will you be reporting?

Additional And Leveraged Funds

A. Leveraged Funding for State Plan Activities

Fund Source	Amount	Use of Funds	Data Reported
State Appropriations	$10,548	State Financing	False
	Amount: $10,548

For any leveraged funding reported above for which data could not be reported, please describe the extenuating circumstances that precluded data from being reported and efforts to remediate the situation in future reporting periods.

The Minnesota STAR Program oversees the Centralized Accommodation Fund for State of Minnesota Executive Branch Agencies.STAR reviews the purchase of assistive technology devices that agencies have made as reasonable ADA accommodations foremployees. If the purchases meet the established requirements (https://www.revisor.mn.gov/statutes/cite/16B.4805) STARauthorizes the agency partial reimbursement from the general fund.

B. Public Health Workforce Grant Award

All Section 4 AT Act grantees were awarded $80,000.00 in supplemental Public Health Workforce grant funding to increase the number of positions within the disability and aging network for public health professionals. Please document below the cumulative status of these funds, FY22 through FY25, as a final closeout report.

The status of these funds at the end of the FY25 (September 30, 2025) is as follows: (Check one) We did not utilize this funding. (Do not complete this section.)
We expended all or some of this funding (Complete the section below)

Please report the total amount expended (drawn down and liquidated) from FY22 through FY25:

$80,000.00

Please check all position types that were supported with these funds over the period of FY22-25. This can be a direct employee or contractual position.

Please describe the activities of the above FTE and how such activities advance public health.

With the money from the Public Health Workforce Grant we hired contractors to assist with informational webinars on various topics including; digital accessibility, the Art of Alt Text,

C. Describe any unique issues with your data in this section (e.g., the reason why you were unable to report the number of individuals served with additional or leveraged funds).